• 한국철도학회논문집
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• 제3권3호
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• pp.109-116
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• 2000

An air spring which is a part of the railroad vehicle suspension system is used to reduce and absorb the vibration and the noise. Main components of the air spring are a cord reinforced rubber bellows, a upper plate, a lower plate and a stopper rubber spring. The characteristics of the air spring which are the load capacity, the vertical and the horizontal stiffness are determined by the configuration of the rubber bellows, the angle of cord, and the mechanical properties of cord. Computer simulations using a commercial finite element analysis codes are executed to predict and evaluate the load capacity and the stiffness. The appropriate shape and cord angle of the air spring are selected to meet the required specifications of the air spring. Several samples of the air spring are manufactured and experimentally evaluated. It is shown that the results by computer simulation arc in close agreement with the test results.

• 한국지진공학회논문집
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• 제10권2호
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• pp.11-19
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• 2006

본 연구에서는 4층, 10층, 30층 스태거드 트러스 시스템 (STS)의 비탄성 정적해석에 의한 하중-변위 관계와 비탄성거동을 분석하고, 그 결과를 바탕으로 STS의 내진성능을 평가하였다. 또한 동일한 규모의 모멘트골조 및 가새골조의 거동과 비교함으로써 STS의 횡력 저항 능력을 파악하였다. 해석결과에 따르면, STS는 일반적으로 적용되는 구조시스템에 비하여 비교적 만족할 만한 내진성능을 보유하는 것으로 나타났다. 그러나 중층 이상의 STS에 있어서는 상대적으로 강성이 작은 비렌딜 패널 상.하현재에 소성변형이 발생한 후 인접한 수직 가새가 항복함으로써, 다른 층으로 소성변형이 전이되지 못하여 약층의 형성에 의한 취성적인 거동을 보인다. 그러므로 스태거드 트러스 시스템의 연성능력을 확보하기 위해서는 비렌딜 패널의 수직 가새를 보강하여 비렌딜 패널 상하현재에 발생한 소성변형을 다른 층의 비렌틸 패널로 유도하는 것이 필요하다.

• 패션비즈니스
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• 제5권2호
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• pp.129-147
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• 2001

The purpose of this study is to survey and analyze domestic fashion education institution's program on apparel prototype and thereupon, address the problems and find their solutions, and thereby, provide for some basic data useful to improve the basic patterns of apparel and ultimately, help reinforce the professional and practical apparel design education. The results of this study can be summarized as follows; 1. 85.1% of the subjects finished graduate or higher courses. Almost all of the college and junior college teachers finished graduate or higher courses, while only 31.6% of those teaching at technical institutes finished graduate or higher courses. Such a finding suggests that colleges tend to employ their faculty members based on their academic background but that technical institutes value the practical ability of their faculty more. 2. As a result of surveying the types of basic patterns used by teachers, it was found that 72.3% of them were using two or more patterns. The basic pattern preferred most by our teachers was Japanese culture institute's type (71.3%), followed by the US FIT type (24.5%), Lim Won-Ja's type (22.3%), French ESMOD type (17.0%). 96.3% of our apparel design students were making their basic patterns as instructed by their teachers. 3. 67.0% of our students were using their conceived sizes for production of their basic patterns, 14.9% were referring to the ready-made sizes, 8.5% were relying on their teachers' individual experiences, and 9.6% were using their own cord sizes. In order to survey the difference between teachers' sizes (ready-made sizes or individual experienced ones) and business sizes used, the basic body measurements used for ready-made apparels were surveyed to be compared with the national standard body sizes set in 1997 for women aged between 18 and 24. As a result, it was found that the ready-made sizes used for apparel production prototypes than teachers' ones were nearer the national standard sizes. Such a finding suggests that it may well be necessary for teachers to be more connected with the apparel businesses and thereby, teach their students in a more realistic way with correct information. 4. 83.0% of the subject teachers were tacking their basic patterns to be well fitting, and 76.9% of these teachers were tacking the patterns in reference with students' individual body sizes. In all, 97.4% of the subject teachers were guiding the tacking process, which suggests that the flat patternmaking is taught primarily for customized apparels. As a result of comparing the fitness of basic patterns with those of each body part, it was found that teachers were most dissatisfied with the fitness of shoulders and arm hole depth. Therefore, it will be necessary to reclassify the body types or find other drawing techniques to improve the fitness of such body parts. Nevertheless, teachers were willing much (4.18) to develop their own educational basic patterns for themselves. Lastly, it is hoped that this study will be followed up by future studies on educational prototypes covering diverse body shapes and those on practical implementations of those prototypes for students.